Kenya has undergone several changes in its education system over the years. The most recent one is the introduction of the Competency-Based Curriculum (CBC), which is gradually replacing the 8-4-4 system that has been in place since 1985. The 8-4-4 system was itself a replacement for the 7-4-2-3 system that was adopted when Kenya was part of the East African Community. Another alternative system that is offered by some schools in Kenya is the International General Certificate of Secondary Education (IGCSE), which is a globally recognized qualification.
In this blog post, we will compare and contrast these three systems of education in terms of their structure, content, assessment, and outcomes. We will also highlight some of the advantages and disadvantages of each system.
Structure
The 8-4-4 system consists of eight years of primary education, four years of secondary education, and four years of university education. The primary level culminates in the Kenya Certificate of Primary Education (KCPE) exam, which tests students on six subjects: Mathematics, English, Kiswahili, Science, Social Studies, and Religious Education. The secondary level culminates in the Kenya Certificate of Secondary Education (KCSE) exam, which tests students on a minimum of seven subjects from five groups: English, Kiswahili and Mathematics (compulsory); Biology, Physics and Chemistry (at least two); History, Geography and Religious Education (at least one); Home Science, Art and Design, Agriculture, Woodwork, Metalwork, Building Construction, Power Mechanics, Electricity, Drawing and Design, Aviation Technology and Computer Studies; French, German, Arabic, Kenya Sign Language, Music and Business Studies.
The IGCSE system is a two-year program that covers Class 9 and 10. It leads to the final examinations offered every year in May and November by two UK assessment bodies: Edexcel and Cambridge International Examinations (CIE). Students can choose from a wide range of subjects from five groups: Languages; Humanities and Social Sciences; Sciences; Mathematics; Creative, Technical, and Vocational. Students must take at least five subjects, including English and Mathematics.
The CBC system is a six-year program that covers pre-primary to Grade 6. It is based on a competency-based approach that focuses on developing skills, knowledge, values, and attitudes that are relevant to the learners’ needs and aspirations. The curriculum is divided into three levels: Early Years Education (pre-primary 1 and 2 and Grade 1 to 3); Middle School Education (Grade 4 to 6); and Senior School Education (Grade 7 to 12). The assessment is continuous and formative, using portfolios, projects, and rubrics. The curriculum also incorporates co-curricular activities such as sports, clubs, and societies.
Content
The 8-4-4 system follows a subject-based approach that emphasizes the acquisition of factual knowledge and theoretical concepts. The content is largely determined by the national syllabus and textbooks approved by the Kenya Institute of Curriculum Development (KICD). The curriculum covers a broad range of subjects that aim to provide a balanced education for learners. However, some critics argue that the content is too overloaded, rigid and irrelevant to the changing needs of society.
The IGCSE system follows an inquiry-based approach that emphasizes the development of critical thinking and problem-solving skills. The content is largely determined by the international syllabus and textbooks approved by the respective assessment bodies. The curriculum covers a wide range of subjects that aim to provide a flexible education for learners. However, some critics argue that the content is too westernized, elitist and expensive for most Kenyan schools.
The CBC system follows a learner-centered approach that emphasizes the development of competencies that are relevant to the learners’ context and interests. The content is largely determined by the learners’ needs analysis and teachers’ creativity. The curriculum covers a narrow range of subjects that aim to provide a holistic education for learners. However, some critics argue that the content is too vague, abstract and challenging for most Kenyan teachers.
